To fulfill Mrs. Marisa's ESP (English for Specific Purpose) class. By group 11 : Septiana Fauziah, Yunita Sari, Maharani Silvia M.

1. Teaching Listening Skill
Septiana Fauzia 23030 15 0102
Yunita Sari 23030 15 0146
Maharani Silvia M 23030 15 0156

2. Brainstorming
1. Does listening can improve speaking skill and
pronunciation? If so, why ?
2. How much important the listening skill for
students who learn Language?
3. According to you, how can students are able to
speak English as a habit without enforcement?

3. Extensive and Intensive Listening
Students can improve their listening skills – and
gain valuable language input – through a
combination of extensive and intensive listening
material and procedures. Listening of both kinds is
especially important since it provides the perfect
opportunity to hear voices other than the teacher’s,
enable students to acquire good speaking habits
as a result of the spoken English they absorb and
helps to improve their pronunciation.

4. Extensive Listening
Extensive Listening
- Where a teacher encourages students to
choose for themselves what they listen to and
what to do so for pleasure and general language
improvement.
- Extensive listening will usually take place
outside the classroom.
- Material for extensive listening can be obtained
from a number of sources.

5. Intensive Listening
Using audio material
Many teachers use audio material on tap, CD, or
hard disk when they want their students to practice
listening skill.
Live listening
The teacher and/or visitors to the class talk to the
students.

6. Live listening can take following
forms:
• Reading aloud
• Story-telling
• Interviews
• Conversations

7. Film and video
Just like audio material, filmed extracts can be
used as a main focus of a lesson sequence or as
parts of other longer sequences.
Because students are used to watching film at
home – and may therefore associate it with
relaxation – we need to be sure that we provide
them with good viewing and listening task so that
they give their full attention to what they are
hearing and seeing.

8. Viewing techniques
a) Fast forward
b) Silent viewing
c) Freeze frame
d) Partial viewing

9. Listening (and mixed) technique
a) Pictureless listening (language)
b) Pictureless listening (music)
c) Pictureless listening (sound effect)
d) Picture or speechs
e) Subtitles

10. STAGES IN TEACHING LISTENING
SKILLS
• Pre-Listening Activities
• While-Listening
• Post Listening

11. Pre-Listening Activities
Pre-listening activities help to hear and give
some clues about the activity expectations mostly
by activating schema. Activating schema means
activating students’ prior knowledge. Activities to
activate learners’ schema might include
brainstorming, visuals, realia, text and words,
situations and opinions, idea and fact.

12. While-Listening
While-listening activities are directly related to
the listening text and students perform the task
either during the listening process or immediately
after the listening. Some specific examples of
while-listening activities are: making/checking
items in pictures, which picture?, storyline picture
sets, putting pictures in order, true/false, form/chart
completion, predicting, carrying out actions, and
multiple choice completion.

13. Post-Listening
In the post-listening stage, students work in
detail applying both top-down and bottom up
strategies to link up the classroom activities and
their real lives. Types of post-listening activities are
discussion, creative responses, critical responses,
information exchanges, problem solving,
deconstructing the listening text and reconstructing
the listening text.

14. Study Case
1. What do you think if someone speak English
without knowing the true pronunciation and they
just speak according to what they
understanding.
2. What is the effect if the no. 1 is happen?

16. reference
• The Practice of English Language Teaching by
Jeremy Hamer